The more the merrier? Analysing self-assessment tool set use
| Authors | |
|---|---|
| Year of publication | 2022 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogická orientace/Journal of the Czech Pedagogical Society |
| MU Faculty or unit | |
| Citation | |
| Web | https://journals.muni.cz/pedor/article/view/38210/32510 |
| Doi | http://dx.doi.org/10.5817/PedOr2022-4-484 |
| Keywords | self-assessment, learner autonomy, metacognitive skills, self-regulated learning |
| Description | Self-assessment is seen as a crucial component for successful language learning in autonomous settings. Since self-assessment is a metacognitive competence of a language learner, it can be practised and developed by students themselves, and, more importantly, it can also be fostered by language teachers or language advisors. This text describes self-assessment tools and practices that are suggested to students of the English Autonomously course (EA) taught at Masaryk University. The goal of the text is to investigate whether the range of self-assessment options and the tool set offered to students in the course help them to evaluate their language learning in a personalised and effective way.The term self-assessment is deßined with regard to this particular course and the course context is shortly described in the second chapter of this text. The third chapter explains the individual self-assessment tools and how they are presented in the course. The fourth chapter compares and analyses how individual students approach the tool set and leads into a conclusion. |
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